Student blurts out answers to questions in class whenever teacher attempts to have teacher-led discussion.
Understanding the Situation
a. What might be some underlying causes of the situation that you need to think about?
student wants attention, student wants teacher to know they have knowledge of material
b. Are there resources within your school that might be of help? If so who and what questions should you ask them?
c. Are there other resources that might be helpful?
A Solution
As a teacher, you will often try to address problems by preventing them. That said, things happen in classrooms that cannot be anticipated beforehand and you will have to make decisions about how to address the situation.
In this section, be sure to:
a. Decide whether your action is proactive (action aimed at preventing problem) or reactive (action occurs after situation develops).
reactive PROACTIVE
b. Decide what grade level you will "solve" this problem for.
any secondary grade
c. Describe what you'll do.
Talk to student after class telling them you are glad they are offering their answers, but want to hear from other students. have all students raise their hand before answers. Telling students to take time to think about it before answering ESTABLISH NORMS AT THE BEGINNING OF THE CLASS AND BE SURE THAT THEY ARE ENFORCED, USE WHITE BOARDS OR NUMBERED ANSWER CARDS TO ENCOURAGE ALL STUDENTS TO PARTICIPATE
d. Describe how you anticipate your action(s) will affect the situation.
Other studnets more likely to answer questions in class. SAME FOR PROACTIVE
Solution Consequences
Before you act to address a classroom situation, you have to anticipate possible consequences of your actions.
Use this section to spell out some of these effects:
a. How will you action be perceived by your students?
students think they are given opportunity for multiple students to get chance to answer questions SAME
b. How will your action affect the learning climate in your classroom?
Learning climate helped by more students getting opportunity to express opinions, teacher gets multiple opinions from various students
c. What might your students learn from your action? (Be sure to note both positive and negative lessons.)
positive-Want to hear everyone's answers, STUDENTS HAVE EXPECTATION THAT THEY ARE SUPPOSED TO PARTICIPATE, LESS LIKELY TO BLURT OUT ANSWERS
negative- Individual student may feel singled out, you dont want to hear their answer
d. How will your students' parents react to their child's account of your action? (Remember that they will put their own "spin" on what you do.)
Parents could feel you are singling out their child, disregarding their opinion in the classroom. Think you do not want their child to participate in the class.
e. How will your administrator(s) react to your action?
Administrators would support the decision
The Situation
Student blurts out answers to questions in class whenever teacher attempts to have teacher-led discussion.
Understanding the Situation
a. What might be some underlying causes of the situation that you need to think about?
student wants attention, student wants teacher to know they have knowledge of material
b. Are there resources within your school that might be of help? If so who and what questions should you ask them?
c. Are there other resources that might be helpful?
A Solution
As a teacher, you will often try to address problems by preventing them. That said, things happen in classrooms that cannot be anticipated beforehand and you will have to make decisions about how to address the situation.
In this section, be sure to:
a. Decide whether your action is proactive (action aimed at preventing problem) or reactive (action occurs after situation develops).
reactive
PROACTIVE
b. Decide what grade level you will "solve" this problem for.
any secondary grade
c. Describe what you'll do.
Talk to student after class telling them you are glad they are offering their answers, but want to hear from other students. have all students raise their hand before answers. Telling students to take time to think about it before answering
ESTABLISH NORMS AT THE BEGINNING OF THE CLASS AND BE SURE THAT THEY ARE ENFORCED, USE WHITE BOARDS OR NUMBERED ANSWER CARDS TO ENCOURAGE ALL STUDENTS TO PARTICIPATE
d. Describe how you anticipate your action(s) will affect the situation.
Other studnets more likely to answer questions in class.
SAME FOR PROACTIVE
Solution Consequences
Before you act to address a classroom situation, you have to anticipate possible consequences of your actions.
Use this section to spell out some of these effects:
a. How will you action be perceived by your students?
students think they are given opportunity for multiple students to get chance to answer questions
SAME
b. How will your action affect the learning climate in your classroom?
Learning climate helped by more students getting opportunity to express opinions, teacher gets multiple opinions from various students
c. What might your students learn from your action? (Be sure to note both positive and negative lessons.)
positive-Want to hear everyone's answers,
STUDENTS HAVE EXPECTATION THAT THEY ARE SUPPOSED TO PARTICIPATE, LESS LIKELY TO BLURT OUT ANSWERS
negative- Individual student may feel singled out, you dont want to hear their answer
d. How will your students' parents react to their child's account of your action? (Remember that they will put their own "spin" on what you do.)
Parents could feel you are singling out their child, disregarding their opinion in the classroom. Think you do not want their child to participate in the class.
e. How will your administrator(s) react to your action?
Administrators would support the decision
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